คู่มือการประชุมสัมมนา ปี 3

Participatory Educational Research (PER), 8(2);200-219, 1 April 2021

Data analysis

The qualitative data have been analyzed using content analysis. Firstly, children have

(2003) describe data analysis stages as follows:

Data coding: Researcher groups and names, i.e. codes the data based on their meanings.
The data used with similar meanings are gathered together.
Identification of the themes of collected data: At the first stage, collected codes are
categorized according to their common properties, and themes are created.
Arrangement of codes and themes: Codes and themes are arranged and organized
together. By this way, the data is explained and presented in an understandable way.
Definition and interpretation of findings: Findings that are defined in detail are
interpreted by the researcher and conclusions are drawn.

In the analysis of quantitative data, the data related to experimental and control group is entered
in the relevant statistics software firstly. In the histogram graphical analysis performed, it has
been observed that groups have demonstrated a normal distribution and the required parametric
analyses have been performed. In order to analyze the data, descriptive analysis, dependent
samples t-test and independent samples t-test have been used to identify the characteristics of
groups, pre-test - final test analysis of groups within themselves, and the comparison of groups
with each other, respectively. Influence quantity has been calculated for the outcomes that have
been significant. The results of the analysis have been tabulated, and then the findings have
been interpreted.

Findings

The aim of this study is to determine the views of teachers and students on the use of
educational games while teaching the Structure and Properties of Matter unit in science class
and identify the effect of application on the success of students. The findings obtained from the
collected data have been explained through direct quotes from the student and teacher
expressions as well as quantitative analysis results.

Quantitative findings

Success test results of the experimental and control groups

Before using the educational games in the experimental group, the data has been
ed

whether there has been a significant difference between test and control groups in terms of
success in science class.

Table 1: Pre-Test Success Score Results of Test and Control Groups

Group n s sd t p
17.86 -.903 .379
Experimental Group 12 29.41 2.108
Control Group 13 30.61 4.253

According to the Table 1, independent samples t-test has been applied in order to see whether
the difference between pre-test success scores of experimental and control groups has
statistically been significant, and the result has been 0.379 for p>.05. Therefore, there has been
no significant difference between the pre-test knowledge levels of two groups. It would be right

Participatory Educational Research (PER)
-205-

The use of educational games within the structure and properties of matter unit in science class A.Berber

has been observed as close to each other.

After the lesson with educational game activities in the experimental group and course book
activities in the control group, the success levels in science class of both groups have been

Table 2: Final Test Success Score Results of Experimental and Control Groups

Group n s sd t p ES
12 40.58 3.728 23 3.09 .005 1.245
Experimental Group
Control Group 13 35.07 5.024
Note. ES = effect size

According to Table 2, a certain level of learning has been achieved in both groups at the end of
the unit, and it has been concluded that there has been a positive change in the final test scores.
Independent samples t-test has been applied in order to see whether the difference between
average success scores of test and control groups has been statistically significant, and the result
has been 0,005 for p<.05. Therefore, there has been a significant difference between the final
test success levels of two groups. Furthermore, the fact that influence quantity value has been
calculated as 1.245 and since this value is statistically greater than 0.8, it indicates that the
difference between experimental and control groups is great enough to consider it as significant.
Accordingly, it would be right to say that the group that learnt the subject most by means of
educational games is more successful.

Qualitative findings

Student views on educational games

Before and after the application, the students were interviewed through semi-structured
interview technique. A part of the questions were asked beforehand while others were asked
questions after the application. Some questions were asked twice; once before and once after
the application. Students recorded a log at the end of each class through educational games.

Before and after the application of the game, the test group students were asked "their opinions
about the educational games". Before the application, most of the students had the opinion that
educational games would facilitate learning. A few students stated their expectations as more
interesting lessons, positive effect of educational games on their brainwork as well as rapid and
efficient learning. They also shared their expectations of permanent learning, increased success
and greater attachment to class at the assessment stage of lesson. Some of the direct quotes of
students about the subject matter are as follows:

our learning positively. My friends will pay more attention,

lesson start to

When the same question was asked after the application, most of the students said that they
were able to study as a team in a nice, enjoyable and exciting way, and focused on class
experiences. At the assessment stage of the class, they stated that they understood and enjoyed
the subject, had permanent learning and their level of success increased. They compared the
class through educational games with the previous classes. They said that participation was

Participatory Educational Research (PER)

-206-

Participatory Educational Research (PER), 8(2);200-219, 1 April 2021

higher while it was better and more interesting than plain explanations on the subject, and
educational games encouraged the students to care more about the lesson and study more. Some
of the direct quotes of students about the subject matter are as follows:

plain explanation. My friends also studied since we were pl

heterogeneous mixtures and solved the problem. Besides, those that did not participate
in the lesson before tried to focus more on the lesson;the game was very interesting

was the question asked to experimental group students before and after the application
of game activity. The most common characteristics stated before the application were as follows
respectively; fun, didactic, interesting, rules that do not disrupt the class discipline, catchy, a
visual content, exciting, distinctive, ability to play in teams, suitable for student level. Some of
the direct quotes of students about the subject matter are as follows:

When the same question was asked after the application, the views of the students changed
partially.

after the application were as follows:
the adaptation of already known games, awarded, didactic, ability to play in teams, rules that
do not disrupt the class discipline, a visual content, exciting, understandable, interesting, fun
games. Some of the direct quotes of students about the subject matter are as follows:

was asked to students. Four of the 11 students stated that there
wasn no negativity. The remaining seven indicated insufficient time as a negativity.
Furthermore, previous familiarity with the game, the disruption of the class discipline, the
failure of the mediator to manage well, and the failure of some students to follow the rules are
other negativities stated by the students. Some of the direct quotes of students about the subject
matter are as follows:

noise my

Teacher views on educational games
diary/notes and

observational data. The results have been grouped through codes under the themes of activity
preparations of researcher, data related to students and learning-teaching process in which the
application took place.

Preparation process of educational games: Firstly, preliminary interviews made with students
have been reviewed in the preparation process of educational games. The expectations of
students have been analyzed by this way. Furthermore, the preparations have started by taking
the experiences of teacher into consideration. The themes related to the preparation period of
educational games in line with the journal and observations of researcher have been given

Participatory Educational Research (PER)

-207-

The use of educational games within the structure and properties of matter unit in science class A.Berber

below in Figure 1. Preparation Phase of Educational Games
Fun and Didactic
Clear Rules and Reusability and Accesible
Pre-Application Material

Figure 1. Preparation Phase of Educational Games

It has been found out that educational games are comprised of such features in the preparation
phase as being enjoyable, didactic, having accessible material, being reusable, pre-applicable
and having clear rules which are all given in Figure 1.

Fun and didactic
The didactic and entertaining quality of games has been the priority and these factors

games. I prepared the games by considering what the students expected from an
educational game as well as my expectations and as a teacher and other conditions

Clear rules and pre-application

The clarity of the rules was also an important factor for the students to willingly

participate in the games. These factors were al you can

consider changing journal into diary where approipriate. as follows:

Reusability and accessible material

Accessible and reusable materials were preferred for the game. The games that students
play in daily life were incorporated in the games with the aim of raising interest and reusability.
These factors recorded in the res

Application process of educational games:

Themes related to the use of educational games have been developed in parallel with
the journal and observations of the researcher and these themes have been presented below in
Figure 2.

Figure 2. Use of Education Games within Education and Training Period

Participatory Educational Research (PER)
-208-

Participatory Educational Research (PER), 8(2);200-219, 1 April 2021

When the use of educational games within education and training period is examined, it has
been found out that this period is comprised of such sub-themes as participation, talent,
adaptation, success, classroom setting and negativities.

Participation
It could be inferred that educational game applications are among the observable

findings of increased participation of students in the lesson. Students have also stated after the
application that educational games have increased their participation in the lesson. In this
context, the observations of the researcher and views of students support each other. This

and passive student (S4) became a quite active person who ruled the group. And the

Talent
Educational game applications might enable the students to demonstrate their different

was skilled in imitation or verbal description and acting, this activity would be an

Adaptation
It would be right to say that preparation of educational games in the form of adaptations

from known games facilitates adaptation to game and increases participation. This has been

and we had very fun moments. They were familiar with this game from the quiz shows

Success
Demonstration of a successful performance in educational game activities is important

for students. Success achieved in front of other people could support other developments of
students that
as follows:

in the class. However, the other winner was actually unsuccessful in class (S3). He said
that he was happy with being the winner, but did not expect such a result. And he/she
made self-criticism saying that he/she could learn better with games. I hope this student
who is very silent and introvert becomes more active in the future like the way she was

Classroom environment
Educational games affect the class environment to a great extent

succeed, excitement, focus on the class, enthusiasm, increased self-confidence, collaborative

Participatory Educational Research (PER)
-209-

The use of educational games within the structure and properties of matter unit in science class A.Berber

attitude, and helpfulness has strengthened their communication with each other and class

have been very satisfying in professional manner and I can say that my connection with

Negativities
Educational game activities might cause negative situations in the classroom. These

negativities might be insufficient time, focusing on the game rather than the subject, difficulty
in class governance, disturbance of the students that cannot learn the subject, and failed fairness

Break time bell rang while we were playing t

to play the game even before listening to the explanation. I told them that we should
make some preparations first, but they got flurried about playing the bingo game before
trying to understand the subject fully. I believe this is the disadvantage of educational
games. When we started to play the game, all class (9 students) tried to join the game.
I think playing the game precluded the will to understand the subject. Because students
that began to speak continued to participate in the activity when they made a mistake

in the group and the student that was likely not to know the answer just read and asked

So, the moderator is also very important in the game. Even though their ability to set a
strategy was useful in terms of developing their thinking skills, it led to an unfair
situation in the game. One student (S3) asked for fairness when it was his/her turn and
did not give up his/her turn. It made me happy. His/her awareness of personal rights
brought t

Discussion and conclusion
The aim of this study has been to determine the effect of activities that include

academic success of students as well as the opinions of students and teachers. Findings obtained
from the collected data have been evaluated under two main titles as qualitative and
quantitative. In quantitative findings, the aim has been to determine the effect of educational
games on the academic success of students. Qualitative findings, on the other hand, have been
evaluated under two titles as teacher views and student views. The views of the teacher have
been grouped under two sub-themes: experiences in the preparation process of educational
games, and experiences in learning-teaching process. The student views have been evaluated
in line with the science journals, interviews and videos recorded during the practice.

Before using the educational games in the experimental and control groups, the data have been

found between the two groups in terms of success in science class. After the subject has been
taught through educational game activities in the experimental group and course book activities
in the control group, the success levels in science class of both groups have been reassessed

been
taught using educational games and current schedule, it has been concluded, in line with the

Participatory Educational Research (PER)

-210-

Participatory Educational Research (PER), 8(2);200-219, 1 April 2021

obtained findings, that success in science class has led to a significant difference in favor of the
students in the group where educational games have been applied. There are many studies in

& Urech, 2018).

Views of students about the technique of teaching with educational games

received before the application of educational games, it could be said that they had a positive
preunde
that children play games alone or with their friends in order to have a good time, have fun and
learn.

Their expectations about the teaching-learning process have been easy learning, focusing on
the lesson, brainwork, fast learning and having an efficient learning process thanks to
educational games. Furthermore, students have stated their expectations as increased success,
permanent learning, and interest in lesson. Likewi
identified in their study that educational games ensure that students enjoy the class and increase
the success level and permanence of the class.

According to the views of students about the games after the application, the majority of them
have described the lesson as better and fun while others have stated that they have had an
exciting teaching-learning process during which they could focus better. At the end of the
activities, most of the students have thought that they have learnt the subject though others have
stated that they have enjoyed the class, their success rates have increased and their learning

educational games increase success level and have an important role in enabling effective and
permanent learning.

Students have made a comparison with their previous class level after the end of application
and have specifically emphasized that their participation has increased. They have also stated
that they enjoyed the educational game activities much more than plain explanations; that the
lessons have became much more interesting, and that they have cared about the lesson more

educational games contribute to the development of a positive attitude towards class. They have
also concluded that games have been interesting, enjoyable, and motivating, and have enabled

pation to the class.

Taking the views of students while designing games might be beneficial for the application to
be interesting and effective for students. Hence, characteristics of the games that students want
to design have been sought before the application. Essential care has been taken for the games
to be interesting for students, and contribute both to the success in class and personal
characteristics. It has been observed that students have been more active in designing of the
games they know beforehand
games and setting the rules together with students take the interests and needs of students into
consideration and allow the students to create new ideas.

Responses of students to the quest

didactic, interesting, catchy, exciting, distinctive game with rules and visual content that is

Participatory Educational Research (PER)

-211-

The use of educational games within the structure and properties of matter unit in science class A.Berber

suitable for team play as well as for their own levels. According to the comparison of these
expectations with views of students about educational games after application, it seems that
educational games were prepared in line with the desires of students. The views of students
about the game they have wanted to design appeared to have changed partially after the
application. For example, students have not mentioned about distinctiveness and suitability for
their level after the application. However, they have stated that they want to design the
educational games with such criteria as adaptation from the games they know, being awarded,
suitable for teamwork and understandable. Doran and Watson (1973) have stated that through
teamwork, students learn from each other and they contribute to joint creative learning. Sar,

more effective than the individual games and are more effective in dealing with childhood
shyness.

It could be stated that the literature usually quotes about the positive aspects of educational
games; however, some students in this study have stated that the time has not been sufficient.
Lack of knowledge about the game, chaos that occured in class during the game, failure to
follow the rules in some cases and failure of the moderator to manage the game well have been

negativities such as loss of time and chaos that might arise in the class while teaching with
educational games technique, but these issues could be overcome if the lesson plan is prepared
in advance in the classes where student-oriented teaching methods and techniques and
constructivist teaching approach are preferred with the student having an active role. These
results are in parallel with the results of our study.

Views of applying teacher about the technique of teaching with educational games

While preparing the educational games, the focus has been enjoyment and didactic
characteristics which have been the priority of students, which were stated the most commonly
by them. The knowledge level of the class has been another criterion considered. The activities
have been prepared so that they could be used in explanation, deepening and assessment stages
of the class, and would be didactic for those that have had difficulty in learning the subject.
Swank (2012) suggests the use of educational games for teachers to evaluate the learning level
of the lesson.

Card games are the most easily prepared educational game in terms of access to the material,

and they have been preferred since they could repeatedly be utilised if used carefully. However,

it has been observed that games played with interesting materials have attracted much more

-

played and, even after some time, student number four, who has not quite participated in the

class before the application of the educational game, have of -

The rules must be well designed in the preparation process of educational games. When the
rules and instructions are not clear, not only unfair situations might occur but also the game
could become boring rather than being enjoyable. Both the teacher and students have observed
that the rules have not always been followed during the application of educational games.
Accordingly, the students and teacher have warned the students who have not followed the
rules. The pilot application could be carried out to prevent this and necessary precautions could

found out in their interviews with students that they have realized the need to follow the rules

Participatory Educational Research (PER)
-212-

Participatory Educational Research (PER), 8(2);200-219, 1 April 2021

also in daily life thanks to educational games.

The themes related to the use of educational games in learning-teaching process have been
determined as participation, talent, adaptation, success, classroom setting and negativities. The
most striking effect of educational game applications for both students and teacher has been
increased participation to the class. Students have participated in the class without having the
anxiety of being successful or unsuccessful, being shy or active or answering correctly or
incorrectly. Furthermore, teamwork in games have enabled the students to have good time
together and strengthened the relationship between them. Anetta, Mangrum, Holmes, Collazo
and Cheng (2009) have found out in their study that playing educational games in science class

unsociable students are

state that students in the same group support each other and thus developing their social skills.

skills such as teamwork, sharing ideas, helping each other, following the rules, expressing
thoughts freely and strengthening friendship thanks to educational games.

It has been observed in this study that educational games could be used to reveal the talents of
students. Indeed, students that have good diction, have acting skills or are skilled in arts and
sports can be more easily noticed thanks to educational games. Accordingly, students might
have the opportunity to be recognized by their teachers in multiple aspects and could be guided

recognize the different talents of students. In his study on how to prepare educational games,
Allery (2014) has stated that multi-purpose use of games dates back to very old times, and
games are also used in business for teaching and developing various skills including decision-
making, problem solving and having effective negotiations. Swank (2012) has stated that
students gain the opportunity to get to know themselves, develop their creativity and assess
their knowledge and skills during the application of educational games.

The fact that the researcher has also enjoyed the practice and spent efficient time in the class
with the students has positively affected the classroom setting and this positive atmosphere has
been reflected during the lesson. It has been observed that students have been excitedly waiting
for the teacher before the class. It is thought to be a strengthening factor of the relationship
between teacher and student as well as between students. Both the teacher and students have
stated that classes have been more enjoyable thanks to the educational games. They have
positive effects for the students in this age group to have fun in the class, love the lesson and
be successful. El-Masri, Tarhini, Hassouna and Elyas (2015) have concluded in their study that
the joy of students has increased thanks to the educational games which are prepared in line
with the knowledge and the skill level of students have created an internal motivation to
participate in the games again.
study that uninterested students have also participated in the class and their level of interest for
the class has increased.

The educational games could be used for the identification of misconceptions. In this study, the
misconceptions have been identified by the teacher and other students while the students have
been describing concepts to each other. The misconceptions have been corrected promptly. The

have identified the misconceptions of students in educational game activities. They have also
identified that educational games contribute to the development of science concepts.

Participatory Educational Research (PER)

-213-

The use of educational games within the structure and properties of matter unit in science class A.Berber

Nevertheless, negativities arising during the application of educational games have also been
mentioned. The most common one has been the insufficient time. It has been stated that time
has not been enough to describe the instructions of educational game and perform the activity.

d student interviews.
However, classes lasted for 8 weeks both in the control group and experiemental group. It could
be interpreted that educational games have not led to a loss of time, but the teacher and students
have wanted more time to spend with the
negativities in their studies. Teachers have stated that the time is not sufficient to play
educational games during the class; discipline issues might arise while playing the games; they
might be inefficient to have the game played during the class and the classes might be more
tiring with this technique. It has been observed that students have become more sensitive when
there is a winner at the end of the games. Therefore, teacher must set clear rules and follow the
implementation of such rules. Setting the rules together with the students according to the
conditions might increase the applicability of rules. The excitement of students and failure to
implement the rules may disrupt the order in the class. There are several studies in the literature
supporting these identifications. Gedik (2017) has determined that the noise and disorder while

(2017) has stated that students sometimes disobey the rules and make noise while playing the
games.

Insufficient time, discipline issues, failure to follow the rules, failure of the moderator to
manage the game well, focus of students on the game rather than the subject and the need of
time to learn the games have been the negative aspects stated by students and teachers in this

about the game could be overcome by playing the game again and this repetition would increase
the success level of students. Allery (2014) suggests that educational games must be structured
well with specific rules. He also suggests that the games must be prepared in a way to require
high level of participation in order to promote and support active learning.

One of the negativities stated in literature is the requirement of preliminary preparation for the
educational games, which is tiring for the teacher. Preliminary preparation process is tiring and
costly, and has taken s a long time while carrying out this study, too. However, if the prepared

the upcoming years. Therefore, preliminary preparation should not be considered as a
negativity.

In this research, one of the expectations of students from the educational game activities has
been the awards. The use of awards by the teachers to reinforce the positive behaviors of
students is a long-established approach. Since students also have got used to such a practice,
they have expected awards from the educational games as well. However, it is thought that
educational game applications are not meant to calm and award the students but rather to make
the learning environment enjoyable and increase the efficiency of classes. Hanus and Fox

that increases competition and decreases motivation.

According to the data obtained from the videos recorded during the application of the games,

their energy in the class since they are active while learning. Given the development
characteristics of students in the 11-13 age group, they must use their excessive energy. Forcing
the students to sit at their chairs all the time causes them to bother each other and negatively

Participatory Educational Research (PER)

-214-

Participatory Educational Research (PER), 8(2);200-219, 1 April 2021

affect the flow of the lesson. However, students are able to move freely during educational
games and use their energy properly. Boyraz and Serin (2016) have stated that forcing the
students to sit at their desks during whole class and teaching them science using plain
explanation are not suitable for their developmental characteristics at play age since they are
physically dynamic. In their study conducted accordingly, they have taught science with games
in which students could be physically active. It is possible to say that educational games are
useful for the teacher, too. The facts that students do not want to have a break before the game
ends, wait excitedly for the teacher to come when the break is over, cannot wait for the lesson
to start, and want to play the same game multiple times have positively affected the attitude of
the teacher towards the class. In this study, the happy expressions of students, and the positive
change in their attitude towards the class as well as increased academic success have
contributed to the satisfaction of the teacher. Gedik (2017) has found out that students do not
want to go out without finishing the game and they excitedly wait for the class to start.

Given all these results under the main and sub themes, the educational game technique could
be said as an effective and efficient technique for both the teacher and students. It is possible to
list many contributions of the games in the science class, mainly including the success level of
students and the attitude towards the class (Jacob Habgood & Ainsworth, 2011).

Considering the class population and physical conditions of the school and the class, it is
thought that it will be useful to refer to educational games in all classes and other units of
science class. Game materials can be used over and over if they are prepared by using reusable
materials. If it will be used in the assessment and evaluation phase of the course, each level
should be prepared in a way that students at all success levels can participate by asking
questions. Educational games can be used to detect misconceptions. Given the findings and
results obtained from this study, the use of teaching with educational games technique should
be increased in science classes, the games prepared by the relevant ministry must be provided
for teachers and prospective teachers. Training must be given to teachers to develop themselves
in this subject.

References

Allery, L. (2014). Make use of educational games. Education for Primary Care, 25(1), 65-66.

ve
social studies teaching]. HAYEF: Journal of Education. 2, 35-51.
Annetta, L., Mangrum, J., Holmes, S., Collazo, K. & Cheng, M. T. (2009). Bridging realty to
virtual reality: investigating gender effect and student engagement on learning through
video game play in an elementary school classroom. International Journal of Science
Education, 31(8), 1091-1113.

[Introduction to scientific
research]. Ankara: Gazi Publishing.

yed
effects of educational games in science and technology course on seventh grade

Abant Izzet Baysal University Journal of Education
Faculty,14(2), 204-216.
Boyraz, C. & Serin,

Participatory Educational Research (PER)

-215-

The use of educational games within the structure and properties of matter unit in science class A.Berber

through game-based physical activities at elementary level].
(1), 89-101.
-based learning. Using

board games in adult education. Journal of Educational Sciences & Psychology, 9(1),
51-57.

lesson and proposals for solving according to teachers]. Erzincan University Journal of
Education Faculty, 14(2).
Clark, D. B., Tanner-Smith, E., Hostetler, A., Fradkin, A. & Polikov, V. (2018). Substantial
integration of typical educational games into extended curricula. Journal of the
Learning Sciences, 27(2), 265-318.

thesis). Erciyes University, Kayseri.

science and technology classroom]. vements in
of Education (KEFAD). 13(1), 93-109. [A concise introduction to mixed
Creswell, J. W. (2013).
Educational Book.
Creswell, J. W. (2017). Karma
methods research]

bir eylem ar
action research]. Journal of Interdisciplinary Education: Theory and Practice, 1(1), 1-
28.

evaluation in teaching: Teaching art]. Ankara: Pegem Akademy Publishing.

methods: Teaching art]. Ankara: Pegem Akademy Publishing.
Doran, R. L. & Watson, W. (1973). Games for the science classroom. National Science

Teachers Association. 40(4), 31-33.
El-Masri, M., Tarhini, A., Hassouna, M., & Elyas, T. (2015). A Design Science Approach to

Gamify Education: From Games to Platforms. ECIS.

Mixed method research experience based

on an educational technology study]. - Journal of

Qualitative Research in Education, 2(1), 65-86.

-GEM: A conceptual framework model

for psychological enjoyment factors and learning mechanisms in educational games

about the environment. Frontiers in Psychology, 8, 1085.

and permanence in the improvement of 2th grad reading skills].
University Journal of Turkic Studies, 58, 453-464.
c
Participatory Educational Research (PER)
-216-

Participatory Educational Research (PER), 8(2);200-219, 1 April 2021

]. Journal of Inquiry Based Activities (JIBA) 4(2),
72-87.
Gifford K. E., (2002). Using instructional games: A teaching strategy for increasing student
participation and retention. Occupational Therapy In Health Care, 15(1-2), 13-21.
Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges.
Language Learning & Technology, 18(2), 9 19.

-supported
mathematics learning unit of fractions of 4. grade achievement and permanence].

Turkic, 9(2), 673-689.

games: a video supported study].
Dergisi, 1(4), 98-132.

[An Overview of the
Achievements and Problems During the Adaptation and Application of Traditional
Children's Games to Mathematics]. Kastamonu Education Journal, 25(6), 2245-2262.
Hanus, M. D. & Fox, J. (2015). Assessing the effects of gamification in the classroom: A
longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and
academic performance. Computers & Education, 80, 152-162.

[The effects of
educational games on students' speaking skills and attitudes towards learning Turkish
as a foreign language]. Journal of Mother Tongue Education (JOMTE), 7(4), 898-913.

May). New approaches in authentic teaching of social studies.

on, 4, 1
Jacob Habgood, M. P. & Ainsworth, S. E. (2011). Motivating children to learn effectively:

Exploring the value of intrinsic integration in educational games. The Journal of the
Learning Sciences, 20(2), 169-206.

educational games: a case of reflective race]. -
Journal of Inquiry Based Activities (JIBA), 3(2), 41-49.

The influence of instructional games in
]. Kastamonu Education Journal.

23(1), 329-342.

present]. Journal of Measurement and Evaluation in Education and Psychology. 5(2),
1-11.

olarak oyun [Play as educational activtiy in the child's development process]. Journal
.16, 324-342.
). Determining the attitudes towards

science Course of second grade students in primary School. Journal of Turkish
Educational Sciences. 5(4), 637-655.

Participatory Educational Research (PER)
-217-

The use of educational games within the structure and properties of matter unit in science class A.Berber

Lynne A. A. (2004). Educational games and structured experiences. Medical Teacher, 26(6),
504-505.

Miller, J. L. & Kocurek, C. A. (2017). Principles for educational game development for young
children. Journal of Children and Media, 11(3), 314-329.

MEB (Ministry Of Education). (2013).
bilimleri dersi (3,4,5,6,7,
and secondary schools) science courses (3,4,5,6,7 and 8 grades) education
programme]. Ankara: State Books Directorate.

Nemerow, L. G. (1996). Do classroom games improve motivation and learning? Teaching and
Change, 3(4), 356-366.

The Effect of Using Gamification on Students' Motivation. Ege
Journal of Education, 18(2), 857-886.

achievements in social studies course, attitudes towards the course and cooperative
learning skills. Participatory Educational Research, 7(1), 1-15.
Peirce, N., Conlan, O. & Wade, V. (2008). Adaptive educational games: Providingnon-invasive
personalised learning experiences. In Digital Games and Intelligent Toys Based
Education, 2008 Second IEEE International Conference on, 28-35.
Reiss, M. J. & White, J. (2014). An aims-based curriculum illustrated by the teaching of science
in schools. The Curriculum Journal, 25(1), 76-89.
Rule, A. C., & Schneider, J. S. (2009). Creating, Evaluating, and Improving Humorous
Cartoons Related to Design Principles for Gifted Education Programs. Online
Submission.18, 1-15

shyness of elementary school children (7-11 years old). The Anthropologist, 19(3), 645-
653.
Swank, J. M. (2012). Using games to creatively enhance the counselor education curriculum.
Journal of Creativity in Mental Health, 7(4), 397-409.

based activities and experiments]. Ankara: Harput Akademy Publishing.
-ing! Interactive educational games

for young learners. Participatory Educational Research, 3(4), 12-21.
Turkay, S., Hoffman, D., Kinzer, C. K., Chantes, P. & Vicari, C. (2014). Toward understanding

the potential of games for learning: Learning theory, game design characteristics, and
situating video games in classrooms. Computers in the Schools, 31(1-2), 2-22.

ogrencilerinin fen bilimleri dersine yonelik
The latitudinal analysis of secondary school
. International Journal of Social Sciences and
Education Research. 3(3), 711-719.

of pre-service teachers on the usage of games in mathematics teaching]. International
Journal of Social Sciences and Education Research. 3(1), 328-344.
Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K. & Urech, C. (2018). Learning through play
pedagogy and learning outcomes in early childhood mathematics. European Early
Childhood Education Research Journal, 26(4), 589-603.

Participatory Educational Research (PER)
-218-

Participatory Educational Research (PER), 8(2);200-219, 1 April 2021

learn science]. E-International Journal of Educational Research, 10(1), 87-100.
[Qualitative

research methods in the social sciences].
tkisi

[
motivation toward science learning and social skills]. Journal of Ahi Evran University

(KEFAD). 1 (2), 37-54.

Participatory Educational Research (PER)
-219-